AN UPDATED MODEL PLAN FOR ADOLESCENT READING INTERVENTION AND DEVELOPMENTmra.onefireplace.org/Resources/Documents/Model_Plan... · The updated Model Plan for Adolescent Reading Intervention

AN UPDATED

MODEL PLAN FOR ADOLESCENT READING

INTERVENTION AND DEVELOPMENT

A resource for Minnesota schools and districts to provide guidance in developing

quality reading intervention programs for adolescent students

&

of

Spring 2011 – MRA Version

This version of the Model Plan includes formatting and emphasis (italics and bold) which solely reflect the opinions of the Minnesota Reading Association.

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ACKNOWLEDGEMENTS This tool was first created by the Quality Teaching Network: Reading (QTN: R) in

2006. This group of exemplary educators was dedicated to assisting schools

throughout the state in improving student achievement. The QTN was organized

and supported by the Minnesota Department of Education under the leadership of

Bonnie D. Houck, Reading Specialist.

In 2010, the Secondary Reading Interest Council (SRIC), part of the Minnesota

Reading Association, began the task of updating the original document to include

current best and research-based practices including the constructs of Response to

Intervention. The project was spearheaded by Cory Stai, Vice President of SRIC,

and Kari Ross, Reading Specialist at the Minnesota Department of Education.

Major contributors included Dr. Jennifer McCarty, Stephanie Brondani, Julie

Scullen, Nancy Stalland, and Jessica Crooker, all members of the SRIC leadership

team. Additional SRIC members provided valuable resources and acted as

reviewers.

Expert evaluators, including members of the Minnesota Academy of Reading and

Dr. Michael Graves, also provided insight and analysis of this work.

“Thank you very much for devoting your time and expertise to the revision

of the [Model Plan]. Your revisions, including the Response to

Intervention (RtI) framework, will make this document even more relevant

and helpful to Minnesota schools and districts. The Members of the

Minnesota Academy of Reading (MAR) appreciate your work and strongly

support the emphasis the plan puts on several key issues.”

~Minnesota Academy of Reading

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TABLE OF CONTENTS

Statement of Purpose ...................................................................................................................... 4

Description of the Model ................................................................................................................ 5

Beliefs and Assumptions, p. 5

Research Base, p. 6

How to Use This Model Plan, p. 6

A Tiered Model, p. 7

A Progression of Student Outcomes, p. 7

Identification, Placement, and Assessment ..................................................................................... 8

Table 1: Assessment and Grouping Options by Level

Scheduling Considerations for Tiered Interventions .................................................................... 11

Student Outcome Progression Charts ........................................................................................... 12

A. Motivation and Engagement, p. 12

B. Comprehension, p. 15

C. Vocabulary Expansion, p. 23

D. Word Recognition, Analysis, and Fluency, p. 26

Bibliography and Resources ......................................................................................................... 27

Glossary ........................................................................................................................................ 30

Appendix A ................................................................................................................................... 33

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STATEMENT OF PURPOSE

As the literacy demands of adolescent learners continue to increase, it is imperative that

Minnesota’s educational institutions develop assessment and intervention plans (including a

scope and sequence of developmental outcomes) that lead all students to acquire the literacy

skills necessary for the 21st century. Reading proficiency develops over time, and students of all

abilities need sustained and intentional reading instruction throughout their K-12 schooling in

order to be ready for the demands of college and the work place. At a time when significant and

appropriate attention is being given to supporting the development of students in the early,

formative years of literacy acquisition, this project is intended to provide advocacy, education,

and support for the continuing and intentional instruction of adolescent readers.

As reading educators, we strive to support literacy development in all students. To accomplish

this, we advocate thoughtful adoption of the 2010 Minnesota Academic Standards in English

Language Arts published by the Minnesota Department of Education. This project is not meant

to replace, replicate, or interfere with the implementation of the academic standards. Although

care has been taken to align the content of this document with the standards, this model plan is

meant to inform and supplement the discussions and decisions made on behalf of striving

readers. To those ends, it is expected that this plan will serve a variety of purposes for a variety

of audiences:

To inform policy makers, instructional leaders, and practitioners of current, researched

best practices for reading assessment, instruction, and intervention.

To provide models and tools for the development of comprehensive, system-wide plans

of reading assessment, instruction, and intervention.

To address the unique considerations necessary to bridge the gap between students’

current reading abilities and grade-level expectations by accelerating learning

To support and enrich the professional development goals and needs of educational

institutions in the area of reading.

To enhance the development and implementation of curriculum for specific courses,

programs, and differentiated plans of instruction and intervention.

Because this project is meant to serve a diverse set of purposes, it was not possible to fully meet

the needs of all audiences while still maintaining a document that avoids becoming cumbersome,

intimidating, or a perceived “magic bullet.” We acknowledge and take responsibility for the

shortcomings inherent in this document; however, it is our hope that it will serve as a useful

resource to forward the cause of guiding all adolescents to reading proficiency.

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DESCRIPTION OF THE MODEL

The updated Model Plan for Adolescent Reading Intervention and Development has been

designed to meet the cognitive needs of adolescent students whose reading performance ranges

from those significantly below expectations through those reading at or above grade level so that

they can independently and proficiently read complex and rigorous texts in every content area.

In this model, core instruction is considered to be the standards-based instruction and curriculum

all students receive in general education academic classroom settings. All students participate in

core instruction, whereas interventions are in addition to and aligned with this basic component

of a comprehensive instructional framework. Even though core instruction is designed to

provide all students with rigorous and relevant curriculum, it may not sufficiently meet the needs

of every learner. Some students will require intervention, additional support and instruction on

reading skills and strategies, to successfully master grade-level expectations. A systematic

framework, such as this Model Plan, outlines how data can be used to determine those students

who need additional support. Intervention then is based on the screening, diagnostic, formative,

and summative data collected on students at risk, and instruction is provided with evidence- and

research-based practices that are specific to the needs of an adolescent struggling reader.

Beliefs and Assumptions

It is important to acknowledge that there are a variety of beliefs and assumptions that underlie

the development of this plan:

Students that are significantly behind their peers in grade-level reading achievement

need:

o An intervention plan that will accelerate their literacy growth.

o Additional support above and beyond reading in language arts and other content

areas.

o Instruction from a licensed reading professional during time specified for reading

instruction. (Note: In Minnesota secondary schools, reading intervention instruction

during a specified daily reading class period requires delivery by a licensed reading

professional as mandated by Rule 8710.4725.)

o Intervention in addition to other services such as special education or limited

English proficiency.

Students reading at or above grade level will also benefit from explicit reading instruction

to encourage ongoing growth and development of critical thinking skills.

An instruction and intervention plan should be data driven and based on students’ needs

to assure growth in reading development and to support the independent application of

strategic reading throughout the school day.

Triangulation of multiple data measures which includes norm-referenced, criterion-based,

and informal assessments should be used to create or redesign reading intervention plans

and for moving students into, between, and out of appropriate interventions.

Entrance and exit criteria should represent the accelerated growth needed to ensure

students are making adequate progress toward grade-level expectations.

It is not sufficient to provide intervention for any student merely for the purpose of

preparing for a standardized test.

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Research Base

Research by Fielding, Kerr, and Rosier (2007) states that for every grade level students are

behind their peers, 17 minutes per day of intentional, intensive reading intervention is needed to

close the gap and accelerate academic achievement. This is a daunting task given the time

constraints in a school day, so suggested scheduling options are included in this plan to illustrate

for schools how to accommodate courses before, during, and after the school day that support

structuring levels of interventions for secondary students.

Further, research recognizes and supports the great need to address the issue of adolescent

literacy and to assist all of our students in reading at grade level so that they may be productive

both in their academic lives and in the adult world (Reading Next, 2005) (National Governor’s

Association, 2005). Research also recognizes that in order for readers to be successful, they need

to be engaged with text and motivated to read. It is important to provide: choice in reading, print

and digital sources that are at students’ independent reading levels, opportunities to read

independently, and authentic experiences to respond and react to text orally and/or in writing.

Adolescent readers are more motivated to read when they have choice, an interest in the text they

encounter, and opportunities to participate with a variety of texts (Guthrie, 2008).

How to Use This Model Plan

The Model Plan for Adolescent Reading Intervention and Development is meant to serve as an

exemplar for districts and schools as they develop their own reading intervention plans and

curricula. These suggestions reflect both research- and evidence-based best practices. The

student outcomes are based on the 2010 Minnesota Academic Standards in English Language

Arts relating to reading, but also include other pertinent components necessary for working with

adolescent readers. In addition, the Literacy Standards for History/Social Studies, Sciences, and

Technical Subjects, part of the standards, highlight the complex reading demands placed on

students throughout the school day.

In beginning the process of constructing, or redesigning, a system for reading intervention, it is

important to investigate research relating to motivating adolescent learners, the cognitive

demands of informational text in content-area reading, and evidence-based proven practices for

adolescent learners. There are no packaged programs that will meet all the needs of

struggling adolescent readers equally. It is imperative for decision makers to clearly

understand and identify students’ needs (based on data), outline the essential components of

interventions that will support attainment of desired outcomes for students, and then create

programs and structures accordingly. Effective systems include attention to professional

development, appropriate class size, allocation of resources, and a process for continual

evaluation and feedback to ensure students’ needs are met or interventions are modified.

Many terms and references used in this document may be unfamiliar to school and district

leaders. A glossary and a comprehensive list of additional resources are included at the end of

this document to help clarify and support expectations and specific goals related to

implementation of the Model Plan.

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A Tiered Model

In studying the data, a district or school may determine a tiered intervention plan would best

meet the needs of its students. The tiers used in this model plan include:

Core Instruction is general instruction for all students and designed to represent on-grade

level curriculum and instruction as intended for the regular language arts classroom. All

students are part of core instruction. Intervention is in addition to this standards-based

instruction. Although not all Minnesota standards for the English language arts appear in the

framework of this model intervention document, districts must analyze and implement all

grade-level standards with intentionality and consistency.

Intervention I is designed to bridge the learning gap for students who are approaching grade-

level mastery. These students need additional support to reach independence in meeting

literacy demands using grade-level texts through supplemented instruction in addition to core

instruction. This tier often represents students who fall in the 26th

– 40th

percentile on district

or state assessments. Intervention in this tier can also be supported by differentiation in core

academic areas that require complex reading tasks such as social studies, science, health, etc.

Intervention II is designed to provide supplemental instruction in addition to core instruction

to meet the significant learning needs of students struggling to perform at grade level. This tier

often represents students who perform at the 11th

to 25th

percentile on district and state

assessments.

Intervention III is designed to provide intensive intervention to students who exhibit

significant difficulties in literacy and need sustained, direct instruction in small group or one-

to-one settings in addition to core instruction. Students in Intervention III will need reading

interventions that are aligned with core instruction and support independent reading practices

throughout the school day plus intentional instruction in foundational reading skills. These

students often score below the 10th

percentile on district or state assessments.

A Progression of Developmental Outcomes

This Model Plan features four main areas that are essential considerations in a comprehensive

intervention plan designed to meet the needs of struggling adolescent readers: A. Motivation and

Engagement, B. Comprehension, C. Vocabulary Expansion, and D. Word Recognition, Analysis,

and Fluency.

Not all students receiving intervention will need instruction in all of these areas, but all areas

need to be included in a school’s framework. Data collected on student needs will help determine

the interventions needed. Then the plan components can be used to chart clear pathways of

academic growth. The charts on the following pages are organized as a progression of skills and

knowledge needed for students to move through the intervention stages toward grade-level

proficiency. Each chart indicates student outcomes only; schools and districts must then identify

resources, materials, pedagogy, and professional development needed to support accomplishment

of these outcomes for all students. The majority of their time should be spent in guided,

sustained reading as opposed to discrete skills work.

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IDENTIFICATION, PLACEMENT, AND ASSESSMENT

Assessments are an important component of an intervention plan. They need to be timely,

reliable, and appropriate to indicate which students are falling behind and which students need

their learning accelerated. This information can allow teachers to design instruction that

responds to the learning needs of individual students. By regularly assessing students’ progress

in reading, teachers can identify which students need more help and which are likely to make

good progress without extra help. It is important to note that students who are identified for

intervention based on a screening measure can fall into any level for reading behaviors,

depending on individual skills and deficiencies. For example, a student may be in Core

Instruction for fluency but need Level III intervention for comprehension, thus an assessment

plan that includes multiple data measures is best.

An effective assessment plan has four main objectives:

1. Identify students who are at-risk or who are experiencing difficulties on an ongoing basis

and who may need extra instruction or intensive interventions if they are to progress

toward grade-level by the end of the school year (screening).

2. Monitor students’ progress during the year to determine whether students in intervention

are making adequate progress in literacy development (progress monitoring).

3. Inform instructional planning in order to meet the needs of individual students

(diagnosis).

4. Evaluate the effectiveness of interventions and whether the instruction provided is

intensive enough to help students achieve grade-level standards by the end of each year

(evaluation).

Using multiple data points is important for getting a broader understanding of readers’ needs for

intervention. When choosing assessment tools, it’s imperative to understand what information

the data provides, and what information is missing. With these objectives in mind, a

comprehensive assessment plan should at a minimum include screening, progress monitoring,

and diagnostic information.

Screening Assessments: Screening assessments are quick and efficient measures of overall

ability and critical skills known to be strong indicators that predict student performance.

Screening assessments do not necessarily need to be an additional measure; districts can begin

the screening process with existing data. As an example, a screening assessment might be an

MCA score. Students who score in the “Does Not Meet” and “Partially Meets” categories are

most at risk for reading difficulties and may require additional testing including a diagnostic

assessment. Other examples might include the Gates-MacGinitie Reading Test or the Measures

of Academic Progress (NWEA) assessments. Students who are two grade levels or below their

peers on the Gates-MacGinitie or score in the first or second quartile on the MAP assessment for

their grade level warrant further diagnostic assessment.

By establishing an initial baseline for all students, these assessments identify individual students

who do not meet grade-level expectations. Results are used as a starting point for instruction or

to indicate a need for further evaluation. Students scoring below the 40th

percentile on a

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screening assessment may be in need of intervention, and further assessment is recommended.

After identifying the students at or below the 40th

percentile, students can be designated to a

targeted intervention plan along with differentiated core instruction.

Diagnostic Assessments: The purpose of diagnostic assessments is to provide information for

planning more effective instruction and intervention. Diagnostic assessments provide additional

data beyond screening and should be given when there is a clear expectation that diagnostic

information will offer new or more reliable data about a student’s academic needs. This

information is used to plan more targeted and intensive instruction.

A diagnostic tool might include Cloze, Maze, Developmental Reading Assessment (DRA),

Qualitative Reading Inventory (QRI), oral reading fluency (ORF), or a curriculum-based

measure (CBM). The percentile score associated with the diagnostic assessment can add insight

into preliminary student placement information. These scores assist in targeting individual

students who are in need of additional reading support and provide data on the effectiveness of

intervention and development programs. Using data from a norm-referenced assessment, along

with the data from MCA and informal classroom assessments, can provide a triangulation of data

which gathers multiple perspectives so as to gain a more complete understanding of the needs of

students individually and as a group.

Progress Monitoring Assessments: Progress monitoring assessments are also brief but are

given at regular intervals during intervention to determine whether a student is making adequate

progress. Progress monitoring assessment data should be collected, evaluated, and used on an

ongoing basis for the following purposes:

To determine the rate of a student’s progress.

To provide information on the effectiveness of intervention.

To modify the intervention tools if necessary.

Progress monitoring measurements, like a diagnostic assessment, might include Cloze, Maze,

oral reading fluency, or a curriculum-based measure. These tools can be administered regularly

to determine student growth and further assist in ensuring that individual students’ needs are met.

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One way to organize a comprehensive assessment program that includes targeted student

placement information is illustrated in the chart below. Every school or district will have slightly

different variations based on students’ needs and available assessments, so a blank template is

included in the appendices.

Level of Intervention Grouping Assessment Options1 Shared Assessments

Classroom Intervention For all students with specific

differentiation for students scoring at or

below 40th percentile and students who

need support in motivation and

engagement, vocabulary, and

comprehension.

Small/ Flexible

Groups2

Gates-MacGinite

MAP ( NWEA)

MCA III

Common Assessments

Formative Classroom Assessments

Writing Samples

Interest inventories

Attitude surveys

Engagement observation charts

Reader’s response

Self reflection

Intervention Level I For students scoring at or below 26th to

40th percentile and/or who are reading

one to two levels below their current

grade level and need support in

motivation and engagement,

vocabulary and comprehension.

Groups of 16-25;

1 year course

DRP

Fluency CBM

CBM

Maze/Cloze

CARI

Gates-MacGinitie

Intervention Level II For students scoring at or below 11th to

25th percentile and/or who are reading

three to four levels below their current

grade level and need support and

development in the areas of fluency,


vocabulary, and comprehension.

Groups of 10-15;

1 year course

IRI

QRI

DRA

ORF

Fluency CBM

CBM

Maze/Cloze

CARI

Intervention Level III For students scoring at or below the 10th

percentile and/or who show the most

extreme deficits in many areas of

reading including phonics, fluency,


vocabulary, and comprehension.

Groups of 1-5;

2-3 yr course;

Intense direct

instruction;

Seen daily

IRI

QRI

DRA

ORF

Fluency CBM

CBM

Maze/Cloze

CARI

1 The identified measures are not meant to be seen as recommendations, but examples of commonly used tools.

Schools and districts should develop their own comprehensive assessment plan based on existing resources, needs of students, and alignment to broader literacy practices. 2 Classroom teachers must provide explicit instruction in reading strategies using multiple levels of text, provide

additional vocabulary support, and use differentiation to vary content, process, and products.

TABLE 1: ASSESSMENT AND GROUPING OPTIONS BY LEVEL

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SCHEDULING CONSIDERATIONS FOR TIERED INTERVENTIONS

In order to adequately support student growth in an intervention class, the following are

important considerations:

Smaller intervention class size contributes to the success of students. Matching students

to interventions and maintaining class sizes so that a highly qualified teacher can give

students sufficient time and attention is necessary.

Age and gender should be considered when grouping students (e.g. scheduling single-

grade classes, banded or multiple-grade classes, or gender-specific groups). In situations where a significant percentage of the class population receives English as a

Second Language (ESL) instruction or special education services, it is recommended that

the reading intervention class be taught by the reading specialist in collaboration with the

ESL or special education specialist. The schedule can be a perceived barrier to improvement. Alterations that account for the

additional time needed for students who are most at-risk for not being successful without

intervention is the goal. The key idea is that intervention cannot come at the expense of core

instructional time. In order to adequately address the needs for scheduling interventions, a

planning team comprised of stakeholders can be assembled. Their first priority is to establish an

assessment plan for identifying students in need of intervention. Student needs should then be

the basis for intervention and scheduling decisions.

Options for scheduling time and personnel for interventions:

Students postpone elective courses until they exit intervention. This would create a class

period for intervention in addition to a regular English class.

After-school programs. For example, teachers can be on a late start schedule. Teachers

would provide small group intensive instruction to students after school with or without

credit. Or, have teachers work after school using compensatory dollars and teach small

group intervention courses.

“Catch-up” time for students who need additional help could be scheduled to meet with

someone during lunch for 10 minutes to go over short specific instruction on an

individual skill.

In attending to the needs of students, scheduling that allows flexibility and prioritizes literacy

mastery is key. Allocating time and resources based on a problem-solving approach ensures that

scheduling is not an obstacle.

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A. MOTIVATION AND ENGAGEMENT

Attention to instructional practices that increase students’ motivation, engagement, and self-

efficacy is critical to developing readers. Students’ reading motivations are adapted from

the work of John T. Guthrie in his text Engaging Adolescents in Reading. This section

identifies student outcomes in the areas of motivation and engagement. Schools and

districts are responsible for providing resources and materials for students to accomplish

these outcomes.

Intervention III Intervention II Intervention I Core Instruction

With teacher assistance

(i.e. scaffolding),

interpret and gain initial

understanding of past

literacy data history and

the implication of

assessment (screening,

formative, summative—

both teacher created and

standardized)

performance for

continued growth in

literacy.


(i.e. scaffolding),

interpret and gain


literacy data history

and the implication of


formative, summative

— both teacher created

and standardized)

performance for

continued growth in

literacy.

Interpret and gain an





formative,

summative—both

teacher created and

standardized)

performance for

continued growth in

literacy.

Interpret, analyze and

understand past




formative,

summative—both

teacher created and

standardized)

performance for

continued growth in

literacy.

Identify, with assistance,

general strengths and

goals related to the

reading process. Can

begin to develop a plan

for growth in the reading

process.

With teacher support

articulate one or two

specific and accurate

strengths and goals

for growth in the

reading process with a

relevant plan.

Articulate one or two

specific and accurate

strengths and goals

for growth in the


relevant plan.

Articulate several

accurate strengths and

goals for growth in the


step by step plan.

Recognize and

understand one’s

distractions that hinder

the ability to read for

sustained periods of time.

Recognize, understand

and begin to manage

one’s distractions in

order to sustain reading

for established periods

of time.

Recognize, understand,

and consistently

manage one’s

distractions in order to

sustain reading for

longer periods of time.

Recognize, understand,

and universally

manage one’s

distractions in order to

sustain reading for

longer periods of time.

With instructor support,

begin to develop

stamina to sustain effort

in order to complete tasks

in small increments.

With instructor support,

develop stamina to

sustain effort in order to

complete tasks.

Display stamina to

sustain effort in the face

of challenging tasks in

order to complete them.

Display stamina to

embrace challenges and

sustain effort in order

to achieve mastery of

content.

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A. MOTIVATION AND ENGAGEMENT (continued)


With teacher assistance,

begin to select texts at

student’s independent

reading level.


read entire self-selected

texts at student’s

independent reading

level.

Self-select and desire to

read/complete a variety

of texts at independent

level.

Self-select and desire to

read a variety of grade

level texts across

several genres.

Identify general topics of

personal interest and

seek new knowledge

through other texts.

Identify specific

personal interests and with teacher assistance

obtain new knowledge

through diverse texts.

Investigate a variety of

personal interests and with teacher assistance

obtain new knowledge

through a

comprehensive

diversity of text genres.

Investigate a variety of

personal interests to

obtain and synthesize

new knowledge through a

comprehensive

diversity of text genres.

With teacher support and

encouragement, take

academic risks,

navigate difficult texts, and apply critical

reading strategies to

deepen explorative

learning.

Begin to take

academic risks,

navigate difficult

texts, and apply

critical reading

strategies to develop

confidence and deepen

explorative learning.

Grow confidence in

taking academic risks,

navigating difficult

text, and applying

critical reading

strategies to deepen


Display confidence in

taking academic risks,

navigating difficult

text, and applying

critical reading

strategies to deepen



and managed choice for

self-selection,

demonstrate learning from texts read

independently or

collaboratively (e.g.

written, oral, digital).


Self-select and

demonstrate learning

from texts read

independently or



Self-select and

demonstrate learning

from texts read

independently or



Self-select and

demonstrate learning from texts read

independently or



Engage in teacher-

directed discourse

centered on texts for a

sustained period of time.

Engage in guided

discourse centered on

texts for a sustained

period of time.

Engage in discourse

centered on texts for a

sustained period of time

working toward

independence.

Engage in authentic

discourse centered on

texts for a sustained

period of time.

With teacher support,

begin to work

collaboratively; working

to value diverse

perspectives, manage

conflict and efficiently

use time to maximize

learning.


work collaboratively;

valuing diverse

perspectives, managing

conflict, and efficiently

using time in order to

maximize learning.

With minimal teacher

support, work

collaboratively;

valuing diverse




maximize learning.

Work collaboratively;

valuing diverse




maximize learning.

14

A. MOTIVATION AND ENGAGEMENT (continued)


Practice active reading

strategies for a variety of

texts, purposes, and

occasions in academic

settings and explore

transfer to out-of-class

opportunities.


select and apply active

reading strategies for

a variety of texts,

purposes, and occasions

in academic settings

and explore transfer to

out-of-class

opportunities.

Select and apply active

reading strategies for a

variety of texts,


in academic settings

and explore transfer to

out-of-class

opportunities.

Independently select

and apply active

reading strategies for

a variety of texts,


both inside and outside

of school.


explore and begin to

utilize 21st century

digital literacy skills to

assist in accomplishing

academic tasks centered

on reading and writing.


explore and utilize 21st

century digital

literacy skills to assist

in accomplishing



Explore and utilize 21st

century digital

literacy skills to assist

in accomplishing



Independently utilize

21st century digital

literacy skills to

accomplish academic

tasks centered on

reading and writing.

See and understand the

value in moving from

extrinsic motivations to

read (i.e. teacher

approval, grades, and

others’ perceptions) to

intrinsic motivation (i.e.

enjoyment, knowledge

acquisition, and

understanding).

Move from extrinsic

motivations to read (i.e.

teacher approval,

grades, and others’

perceptions) to

intrinsic motivation

(i.e. enjoyment,

knowledge acquisition,

and understanding).

Intrinsically

motivated to read for


acquisition, and

understanding.

Intrinsically

motivated to read for


acquisition, and deep

understanding.

15

B. COMPREHENSION

It is imperative that the majority of text be expository. Text comprehension instruction

should include both oral and written expressions that both support the intentional and

thoughtful interaction between the reader and the text (Kamil, Pearson, Moje, Afflerbach,

2011). This section identifies student outcomes in the area of reading comprehension.

Schools and districts are responsible for providing resources and materials for students to

accomplish these outcomes.

Common Considerations Across Levels:

Materials used for instruction must be matched to the reading levels of the students in each tier.

Appropriate differentiated instructional materials should be available at each level of

intervention, including non-fiction text. Research supports a balance of fiction, non-fiction, and

informational text in classroom libraries (Allington, 2002).

Comprehension strategies should be explicitly taught across the tiers using the gradual release

of responsibility model (i.e. greatest teacher modeling and support when introducing each skill,

strong teacher support with large and then small group practice of skill, gradually leading to

greater student independence, and eventually complete student independence in applying skill).

Students at levels II and III will need longer periods of teacher modeling and group practice than

students in Intervention I and Core Instruction groups.

Comprehension strategies and skills are presented here using the before-, during-, and after-

reading model of strategic reading. Before-reading strategies allow students to activate and

build prior knowledge, set a reading purpose, and plan for reading. During-reading strategies

promote active thinking to make meaning from text and support the purpose for reading. After-

reading strategies require students to check for understanding, integrate and transfer learning,

and synthesize new information.

16

B. COMPREHENSION (continued)

Before Reading Intervention III Intervention II Intervention I Core Instruction

Recall and use prior

knowledge as modeled

by the teacher to aid

comprehension of

literary and

informational texts.


knowledge with

teacher support to aid

comprehension of

complex literary and

informational texts.


knowledge to aid

comprehension of


informational texts with

greater independence

and proficiency.


knowledge to

maximize

comprehension of


informational texts

while reading

independently and

proficiently.

Establish the purpose

for reading by

examining text title or

other text features as

modeled by the teacher.


for reading by


other text features with

teacher support.


for reading by


other text features

independently.


for reading by


other text features

independently.

Preview text (e.g.

using pictures /

captions, diagrams,

titles and headings) to

prepare for close

reading as modeled by

the teacher.

Preview text (e.g.

using pictures /

captions, diagrams,


prepare for close

reading with teacher

support.

Preview text (e.g.

using pictures /

captions, diagrams,


prepare to determine

what the text says

explicitly and to make

inferences.

Preview text (e.g.

using pictures /

captions, diagrams,


prepare to determine

what the text says

explicitly and to make

logical inferences.

Recognize common

patterns of text

structure to aid

comprehension of

literary and

informational texts as

selected and modeled

by the teacher.

Use common patterns

of text structure to aid

comprehension of

literary and


teacher support.

Use common patterns

of text structure to aid

comprehension of



greater independence.

Use common patterns

including narrative,

informational, and

persuasive text

structures to aid

comprehension of


informational texts (e.g.

problem / solution,

opinion / reason, and

thesis proof).

17


Before Reading (continued) Intervention III Intervention II Intervention I Core Instruction

Generate questions

and make predictions

which include central

ideas or themes of the

text as modeled by the

teacher using prior

knowledge, experience,

and text features.

Generate questions

and make predictions



text with teacher

support relevant to

context.

Generate questions



text and make

predictions.

Generate questions



text and make

predictions.

Use appropriate

strategies (e.g. graphic

organizer, note taking,

outlining, etc.) to aid

comprehension of

literary and

informational texts

while reading, as

modeled and selected

by the teacher.

Select and use

appropriate strategies

(e.g. graphic organizer,

note taking, outlining,

etc.) to aid

comprehension of

literary and

informational texts

while reading with

teacher support.

Select and use




etc.) to maximize

comprehension of


informational texts

while reading with

greater independence

and proficiency.

Select and use




etc.) to maximize

comprehension of


informational texts

while reading

independently and

proficiently.

18


During Reading Intervention III Intervention II Intervention I Core Instruction

Maintain engagement

and monitor

comprehension (i.e.

metacognition) to

identify when

understanding breaks

down. With teacher

assistance, employ

strategies as

appropriate, rereading

as necessary.

Maintain engagement

and monitor

comprehension (i.e.

metacognition) to

identify when


down. Recognize and

select appropriate

strategies with teacher

support to self-correct

when necessary,

rereading as

appropriate.

Maintain engagement

and monitor

comprehension (i.e.

metacognition) to

identify when


down. Recognize and

select appropriate

strategies with greater

independence to self-

correct when necessary,

rereading as

appropriate.

Maintain engagement

and monitor

comprehension (i.e.

metacognition) to

analyze, reflect on, and

understand thinking

and learning process.

Use a variety of

strategies to self-correct

as necessary, rereading

as appropriate.

Adjust reading rate to

reflect purpose and to

maximize

comprehension.



maximize

comprehension.



maximize

comprehension.



maximize

comprehension.

Read Actively: Frequently stop and

retell.

Regularly stop and

paraphrase.

Periodically stop and

summarize.

When necessary stop

and summarize.

Verify, revise, and

generate new

predictions about text.

Verify, revise, and

generate new


Verify, revise, and

generate new


Verify, revise, and

generate new


Make connections

from texts to

background knowledge,

personal experiences,

other texts, and/or

current events and

global issues.*

Make connections

from texts to

background

knowledge, personal

experiences, other

texts, and/or current

events and global

issues.*

Make connections

from texts to



other texts, and/or

current events and

global issues.*

Make connections

from texts to



other texts, and/or

current events and

global issues.*

*Note: Teachers should provide background knowledge and / or related texts as appropriate

before reading.

19


During Reading (continued) Read Actively: (continued)


Recognize inferences

and draw conclusions

with teacher support.

Formulate inferences

independently and

begin to draw

conclusions with

support by utilizing

prior knowledge.



with minimal teacher

support, citing textual

evidence to support

analysis.



independently, citing

textual evidence to

support analysis.

Answer questions and

generate new

questions based on text

features with support.


generate new

questions using text

features (i.e. headings,

bold words, etc.) and

background

knowledge.


generate new

questions using text

and background

knowledge with greater

independence.


generate new

questions

independently with a

higher degree of

analysis / synthesis

using text and

background knowledge.

Use graphic

organizers and note-

taking structures to

better understand and

remember information

with teacher modeling

and support.

Use graphic


taking structures to



with greater

independence.

Select the most

appropriate graphic


taking structures based

on texts and learning

styles with teacher

support and use them to



independently.

Strategically select and

use graphic organizers

and note-taking

structures to better

understand and


independently.

Think critically at all

levels of complexity

(e.g. Bloom’s) about

both literature and non-

fiction texts and

respond to reading both orally and in

writing.





fiction texts and

respond to reading

both orally and in

writing.





fiction texts and

respond to reading

both orally and in

writing.





fiction texts and

respond to reading both orally and in

writing.

20


After Reading Intervention III Intervention II Intervention I Core Instruction

Restate the sequence

of events in the text

in order.


of events in the text in

order.


of events in the text in

order.

Restate the sequence of

events in the text in

order.

Determine a main

idea using

information from the

text.

Identify the main idea

and supporting

details.


and distinguish

between relevant and

irrelevant details.


and distinguish between

relevant and irrelevant

details independently.

Identify if reading

goals have been

achieved related to

reading purpose.

Identify if reading

goals have been

achieved related to

reading purpose.

Evaluate how well

reading goals have

been achieved related

to reading purpose.

Evaluate how well

reading goals have been

achieved related to

reading purpose and set

new goals where

appropriate.

Retell what was read

in the text either

orally or in writing.

Paraphrase the main

points of the text either

orally or in writing.

Summarize the main

points of the text both

orally and in writing.

Summarize the main

points of the text both


Integrate new

information and

prior knowledge to

create understanding.

Integrate new

information and prior knowledge to


Integrate new

information and

prior knowledge to


Integrate new

information and prior

knowledge to create

understanding.

Use graphic

organizers to show

relationships (e.g.

compare and contrast,

cause and effect)

between ideas or

events.

Use graphic

organizers to show

relationships (e.g.


cause and effect)

between ideas or

events.

Select appropriate

graphic organizers to

show relationships

(e.g. compare and

contrast, cause and

effect) between ideas

or events.

Create graphic

organizers to show

relationships (e.g.


cause and effect)

between ideas or

events.

Identify author’s

argument made in

text .

Identify author’s

argument made in

text and supporting

evidence.

Evaluate arguments

and specific claims in

text, including validity

of reasoning,

relevance and

sufficiency of

evidence.

Evaluate arguments

and specific claims in

text, including validity

of reasoning, relevance

and sufficiency of

evidence.

21


After Reading (continued) Intervention III Intervention II Intervention I Core Instruction

Compare information

from two sources.

Integrate information

from two or more

sources to form new

understanding.

Synthesize thoughts,

ideas and concepts

both orally and in

writing from multiple

sources.

Synthesize information

from multiple sources

in order to draw

conclusions, make

predictions, and form

interpretations.

Respond to literal

questions about the

meaning of the text.

Respond to literal and

inferential questions

about the meaning of

the text.

Generate and

respond to questions about the text both


Generate and

respond to questions

about the text both


Cite textual evidence to support conclusions.

Cite several pieces of

textual evidence to

support what the text

says literally and

inferentially.

Cite several pieces of

textual evidence to

support what the text

says literally or

inferentially, as well as

reader’s own reactions

and conclusions.

Cite strong and

thorough textual

evidence to support

inferential analysis of

the text.

Determine a theme or

central idea of a text

and how it is conveyed

through particular

details.



and analyze its

development over the

course of the text.



and analyze in detail its


course of the text,

including how it

emerges and is shaped

and refined by specific

details.

Determine two or

more themes or

central ideas of a text

and analyze their


course of the text,

including how they

interact and build on

one another to produce

a complex account.

Identify basic literary

elements in a

narrative.

Analyze how literary

elements interact

within a narrative (e.g.

how setting shapes the

characters or plot).

Analyze complex

interactions of literary

elements (e. g. how

particular lines of

dialogue or incidents in

a story or drama propel

the action, reveal

aspects of a character,

or provoke a decision).

Analyze complex

interactions of literary

elements (e.g. how

complex characters

develop over the

course of a text,

interact with other

characters, and

advance the plot or

develop the theme).

22


After Reading (continued) Intervention III Intervention II Intervention I Core Instruction

Identify text structure

texts and how

sentences and

paragraphs relate to

each other.

Analyze text

structure, including

how specific sentences

and paragraphs relate

to each other.

Analyze text


how specific sentences

and paragraphs relate

to each other and the

whole.

Analyze text


how specific sentences,

paragraphs and

sections of the text

relate to each other and

the whole.

Identify author’s point

of view or purpose of

a text.

Determine how point

of view or purpose shapes the content of a

text.

Assess how point of

view or purpose shapes the content and

style of a text.

Assess how point of

view or purpose

shapes the content and

style of a text.


23

C. VOCABULARY EXPANSION

Vocabulary instruction should be done explicitly, in context, and over time to allow

multiple exposures and reinforcement of essential skills. This section identifies student

outcomes in the area of vocabulary expansion. In many cases, students are expected to

continue learning more sophisticated applications of these skills as they progress to

grade level. Schools and districts are responsible for providing resources and materials

for students to accomplish these outcomes.


Define, understand, and

use word structure,

analogy, and cueing

systems (i.e. syntax,

semantics,

graphophonics) to

understand meanings of

new words and to

comprehend texts.

Identify, understand,

and use word

structure, analogy,

and cueing systems

(i.e. syntax, semantics,

graphophonics) to


new words and to

comprehend texts.

Analyze and use word

structure, analogy,

and cueing systems

(i.e. syntax, semantics,

graphophonics) to


new words and to

comprehend texts.

Analyze and use word

structure, analogy, and

cueing systems (i.e.

syntax, semantics,

graphophonics) to


new words and to

comprehend texts.

Acquire, understand,

and use survival or

functional words and

phrases (e.g. caution,

toxic).

Acquire and accurately

use general academic

and domain-specific

vocabulary and

phrases.


use general academic

and domain-specific

vocabulary and

phrases.


use grade appropriate

academic and domain-

specific vocabulary and

phrases.

Use context (e.g. the

overall meaning of a

sentence or paragraph;

a word’s position or

function in a sentence)

clues to help determine

the meaning of a word

or phrase.








or phrase.








or phrase.



sentence or paragraph; a

word’s position or



the meaning of a word or

phrase.

24

C. VOCABULARY EXPANSION (continued)


Define, understand, and

identify basic root

(base) words and

highest frequency

prefixes and suffixes

to determine the

meanings of unknown

words (i.e. port = to

carry, as in import,

export, and transport).

Use knowledge of basic

root (base) words,

prefixes, and suffixes

to determine the

meanings of unknown

words and phrases.

Use the knowledge of

common root (base)

forms, suffixes, and

prefixes to determine

the meaning of

unknown words and

phrases.

Use common, grade

appropriate Greek or

Latin affixes and roots as

clues to determine the

meanings of unknown

words.

Generate and use word

relationships, including

antonyms, synonyms,

and multiple meaning

words to determine

meaning and build

word consciousness.



antonyms, synonyms,

multiple meaning

words, and homonyms

to determine meaning

and build word

consciousness.



antonyms, synonyms,

multiple meaning

words, and derivations

to determine meaning

and build word

consciousness.



antonyms, synonyms,

multiple meaning words,

and analogies (i.e. red:

color::dog: ___) to

determine meaning.

Understand, interpret,

and use figurative

language within text,

including

onomatopoeia.


and use figurative


including similes,

metaphors,

personification, and

hyperbole.


and use figurative


including allusion,

similes, metaphors,

personification, and

symbolism.

Understand, interpret, and

use figurative language

within text, including

similes, metaphors,

personification, irony,

sarcasm, and

connotations.

Understand and use the

text structures of

word reference

material, including

guide words,

pronunciation guides,

and synonyms /

antonyms.


text structures of

word reference

material, including

guide words,

pronunciation guides,

and synonyms /

antonyms.


text structures of

word reference

material, including

parts of speech.


text structures of word

reference material,

including parts of speech.

Distinguish among

connotations (implied

meaning) of words with

similar denotations

(definitions).

Distinguish among



similar denotations

(definitions).

Distinguish among



similar denotations

(definitions).

Distinguish among



similar denotations

(definitions).

25

C. VOCABULARY EXPANSION (continued)


Consult reference

materials (e.g.,

dictionaries, glossaries,

thesauruses), both print

and digital, to locate

relevant words with

high utility (both

content specific and

words with nuanced

meanings across

disciplines) in order to

determine

pronunciation, best

definition, or alternate

word choices for the

context.

Consult reference

materials (e.g.,




relevant words with

high utility (both


words with nuanced

meanings across


determine

pronunciation, best



context.

Consult reference

materials (e.g.,




relevant words with

high utility (both


words with nuanced

meanings across


determine

pronunciation, best



context.

Consult reference

materials (e.g.,




relevant words with high

utility (both content

specific and words with

nuanced meanings across


determine

pronunciation, best



context.

26

D. WORD RECOGNITION, ANALYSIS, AND FLUENCY

Instruction in phonics and word identification should be done explicitly and in context. This

section identifies student outcomes in the areas of word recognition, analysis, and fluency.

Schools and districts are responsible for providing resources and materials for students to

accomplish these outcomes.


Acquire, understand,

and use word structure

and phonics

knowledge (including

all letter-sound

correspondences,

consonants, blends, and

vowel/syllable patterns)

to decode words

through explicit

instruction and

independent reading,

including compound

and multi-syllabic

words.

Read unfamiliar,

complex and multi-

syllabic words using

advanced phonetic and

structural analysis in

appropriate text.

These students should

possess the skills and

strategies needed for

word recognition,

analysis, and fluency.

Fluently read high-

frequency words in

context. (Students need

to acquire a sight-word

vocabulary of 300-500

words. This is best

accomplished through

reading books at the

independent level.

Read aloud appropriate

text (independent

reading level) with

fluency (appropriate

accuracy, pace, and

expression) that aids

comprehension.


text (independent

reading level) with


accuracy, pace, and


comprehension.


text (independent

reading level) with


accuracy, pace, and


comprehension.

Use context and other

cues to confirm or self-

correct word

recognition and

understanding,

rereading as necessary.



correct word

recognition and

understanding,




correct word

recognition and

understanding,


27

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30

GLOSSARY The glossary is meant to provide readers of the Model Plan for Adolescent Reading Intervention

and Development with a common vocabulary in order to assist with the reading and

interpretation of the document. It is not meant to be all inclusive. In some cases, readers may

wish to do further inquiry of terms and concepts.

21st century literacy— the ability to read, write, locate, evaluate, use, and communicate by

using a variety of sources that include acquiring information from print and digital text, visual,

audio, and video materials.

all—all includes each and every eligible child from birth through grade 12 graduation that has

access to and expectation of getting a free appropriate public education (FAPE).

accelerated literacy growth—to increase the speed of literacy development at a rate faster than

on-grade level readers.

active reading—constructing meaning from text by transforming and integrating textual

information into prior knowledge and experience (Harris & Hodges, 1995, p.4).

benchmark—description of student growth, progress, and achievement of grade level or

program expectations for like peers.

core (universal)—primary instruction for all students, where students demonstrate

understanding of a wide range of knowledge and skills necessary for literacy development as

determined by district and state standards.

context—information from the immediate text around a word that helps a reader to identify the

word’s meaning (e.g. picture, graphic, syntax, punctuation, synonym, antonym, or contrast

clues).

culturally responsive—“a pedagogy that empowers students intellectually, socially,

emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes”

(Billings, 1994).

curriculum—instructional content, practices, and resource.

critical thinking—making meaning of what is read and transferring that knowledge to other

academic learning.

differentiated instruction—a varied and individualized instructional approach responsive to

students’ instructional and skill needs.

discourse—written and spoken ideas in school settings that follow certain forms and expressions

in individual disciplines that promote critical thinking.

31

domain-specific vocabulary—words that have specific meaning and context to academic core

content such as in the fields of science, social studies, etc.

double dose (second scoop)—at least twice as much time on literacy instruction than what is

allotted for readers at and above grade level.

educator—trained or licensed professional that delivers academic instruction.

engagement—“the emotional involvement of the reader in the process of responding to the

content of reading, as occurs in a total absorption in text” (Harris & Hodges, p. 73).

entrance criteria—the clear criteria for entrance into each of the tiered interventions based on

multiple data points.

equitable—diverse and flexible access for all students to achieve learning targets through

various ways and through respectful processes.

evidence-based practices—“means that a particular program or collection of instructional

practices has a record of success. That is, there is reliable, trustworthy, and valid evidence to

suggest that when the program is used with a particular group of children, the children can be

expected to make adequate gains in reading achievement” (IRA, 2002, p.2).

exit criteria—the clearly defined criteria for exit from or movement between each of the tiered

interventions based on multiple data points.

fix-up strategies—techniques effective readers use to clarify confusion as they read. Strategies

include but are not limited to: making connections, asking questions, re-reading, adjusting rate,

paying attention to text features, making and revising predictions, and drawing conclusions.

frustration reading level—“a readability or grade level of material that is too difficult to be

read successfully by a student, even with normal classroom instruction and support. Note:

Although suggested criteria for determining a student’s frustration reading level vary, less than

90 percent accuracy in word identification and less than 50 percent comprehension are often used

as standards” (Harris & Hodges, p. 88).

gradual release of responsibility—the responsibility of task completion and skill acquisition

shifts gradually over time from teacher modeling, to collaboration with teacher, to collaboration

with peers, to individual.

independent reading level—“the readability…of material that is easy for a student to read with

few word-identification problems and high comprehension. Note: Although suggested criteria

vary, better than 99 percent word-identification accuracy and better than 90 percent

comprehension are often used as standards in judging if a reader is reading at this level” (Harris

& Hodges, p. 115).

intervention—academic or behavioral support above and beyond core instruction.

32

intrinsic motivation—desire to engage in learning based on internal drive, enjoyment, or

personal gain rather than an external reward.

instructional reading level—“the reading ability…of material that is challenging, but not

frustrating for the student to read successfully with normal classroom instruction and support.

Note: Although suggested criteria vary, better than 95 percent word-identification accuracy and

better than 75 percent comprehension are often used as standards in judging whether a student is

reading at this level” (Harris & Hodges, p. 118).

learner—someone who acquires new skills, knowledge, behavior, or information through goal

oriented instruction.

literacy—the ability to read, write, speak, listen, view, visually represent, and think in order to

communicate and contribute to society.

metacognition—self awareness, analysis, and reflection of one’s own thinking and learning.

multiple data measures— multiple data points including norm and criterion referenced tests to

determine next steps for literacy intervention (see triangulation).

paraphrase—restatement of what is read using your own words to describe the content and

context by using prior knowledge.

retelling—recounting literal elements with little or no elaboration.

RtI (Response to Intervention)—Response to intervention integrates assessment and

intervention within a multi-level prevention system to maximize student achievement and to

reduce behavior problems. With RTI, schools identify students at risk for poor learning

outcomes, monitor student progress, provide evidence-based interventions and adjust the

intensity and nature of those interventions depending on a student’s responsiveness, and identify

students with learning disabilities. (From the National Center on Response to Intervention,

www.rt14success.org).

self-efficacy—a belief that one is able to perform at the level necessary to achieve certain goals.

scaffolding—temporary learning supports to help students master a task and increase cognitive

understanding.

scope and sequence—“a curriculum plan, usually in chart form, in which a range of

instructional objectives, skills, etc., is organized according to the successive levels at which they

are taught” (Harris & Hodges, p. 227).

stamina—enduring strength or energy especially as it relates to attending to the demands of

literacy tasks.

http://www.rt14success.org/

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summary—restating the gist of what is read by identifying main idea and sufficient supporting

details.

text complexity—difficulty of reading and comprehending a text combined with consideration

of the reader, task, text structures, multiple meaning words, and general readability.

tiered intervention plans—a multi-tiered framework designed to meet the literacy needs of all

students. Focused on strategic screening, progress monitoring, evidence based instruction by a

licensed reading teacher, and flexible movement, tiered intervention plans can be an educational

process to benefit all students.

triangulation (multiple data measures)—the process of using multiple data points including

norm and criterion referenced tests to determine next steps for literacy intervention.

word consciousness—awareness of meaning and context for word choices along with a

deliberate effort to build understanding of words and meanings.

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Appendix A – Planning Template

Level of

Intervention

Class Size Assessments Instructional Materials

Classroom

Intervention

Grouping Options Screening Assessments Curriculum

Intervention

Level I

Class Size Specifications Diagnostic Assessments

Curriculum

Intervention

Level II

Class Size Specifications Progress Monitoring

Assessments

Curriculum

Intervention

Level III

Class Size Specifications Other Assessment Tools Curriculum